Improving online social presence through asynchronous video

Online learning has become a reality for many students in higher education. Unfortunately, something that has also become a reality is a sense of isolation in online courses, and Moore (1980) has warned that students' sense of distance can threaten their ability to learn. The community of inqui...

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Bibliographic Details
Published in:The Internet and higher education 2012-06, Vol.15 (3), p.195-203
Main Authors: Borup, Jered, West, Richard E., Graham, Charles R.
Format: Article
Language:English
Subjects:
Asynchronous Communication
Asynchronous video communication
Classroom Environment
College Instruction
College Students
Communities of inquiry
Community of inquiry
Comparative Analysis
Computer Mediated Communication
Conventional Instruction
Distance Education
Educational Strategies
Electronic Learning
Internet
Interviews
Learning
Learning Processes
Online Courses
Online learning
Online learning communities
Peer Relationship
Perception
Social Environment
Social presence
Student Attitudes
Teacher Student Relationship
Teaching presence
Undergraduate students
Video Technology
Videotapes
Virtual Classrooms
Web Based Instruction
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Summary:Online learning has become a reality for many students in higher education. Unfortunately, something that has also become a reality is a sense of isolation in online courses, and Moore (1980) has warned that students' sense of distance can threaten their ability to learn. The community of inquiry framework (Garrison, Anderson, & Archer, 2000) has provided insight into ways that online interactions can improve students' and instructors' social presence and learning. Emerging video technologies may be able to improve these interactions and thus more easily support the development of communities of inquiry. In this study we interviewed students in three distinct courses using different video-based instructional strategies. A large majority of students indicated feeling that the video-based communication made their instructors seem more real, present, and familiar, and that these relationships were similar to face-to-face instruction. Video communication impacted students' social presence in similar ways, although to a lesser degree than they believed it impacted instructor social presence. We conclude with discussion for future research and practice.
ISSN:1096-7516
1873-5525
DOI:10.1016/j.iheduc.2011.11.001